Studying Economics Need Not Be Boring

In “Schools Should Scrap Dull Term ‘Economics,’ Teach About Money” (Viewpoints, Jan. 26), author Loren Dunton says that “economics” is a “turn-off” word for high school students while “money” is not.

He notes the new state law, effective Jan. 1, requiring a semester of economics for all high school students, and suggests that no specific plans are in place for teaching economics, so students should learn about money and personal financial planning instead since they would find it more interesting.

At the Economic Literacy Council of California we believe that basic economic education is important for the future of our society--too important to be shelved because historically it was boring to students.

The fact is, while economics may be dull if taught in an uninspired manner, it certainly doesn’t have to be.

The teachers and administrators associated with the ELCC, and with similar organizations around the country, have spent the last decade developing courses and materials designed to teach basic economic principles to elementary and high school students in a meaningful, relevant way.

A private, nonprofit organization funded primarily by California businesses, the ELCC provides teacher training and supplies economics education curriculum material to more than 200 school districts in the state.

This year, more than 750 teachers will attend ELCC seminars and workshops.

Next year, with increased funding made possible by S. B. 1213, we plan to train more than 2,000 teachers.

One of the most popular curriculum materials we distribute to California high schools is the film series “Give and Take.”

Using student actors and animation, it illustrates basic economic principles in a dramatic, meaningful manner. One segment on economic competition shows the potential dangers of a business monopoly--the concession stand at a high school basketball game.

This spring we will distribute a new software package for use on personal computers (virtually all California high schools now have them).

An interactive software package, it lets students make basic decisions on an economy and see the results. In one program, students make production and distribution decisions for a space colony orbiting the earth. We also encourage teachers to bring in local business owners to talk about their daily management decisions.

Economics affects all of us. Our children, the leaders of the future, will be called upon to make increasingly difficult economic choices. If we fail to prepare them, dismissing economics as “too dull,” we will be doing them a tremendous disservice.

DAVID ANDERSON

President

General Telephone of California